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Full-Text Articles in Education

Gender And Academic Achievements Of Agricultural Students Of College Of Education, Katsina-Ala, Mchivga Alexander Abelega Dr. Nov 1994

Gender And Academic Achievements Of Agricultural Students Of College Of Education, Katsina-Ala, Mchivga Alexander Abelega Dr.

Dr. Mchivga Alexander Abelega

The study was conceived to investigate the relationship between gender of students and their academic achievements in College of education Katsina-Ala's agricultural education programme from 1979 to 1988. It was found that female students obtained higher mean score values at graduation than their male counterparts.


Effective Approaches To New Faculty Development, Mary Deane Sorcinelli Jun 1994

Effective Approaches To New Faculty Development, Mary Deane Sorcinelli

Mary Deane Sorcinelli

The author provides research-based and practical advice on how to foster the career development of new and junior faculty. She first reviews who the new and junior faculty are and highlights research findings on the work and career experiences of these faculty members. She then describes model programs and successful strategies to support the newest members of the professoriat, including exemplary programs for orientation, mentoring, research, and teaching development.


Dealing With Troublesome Behavior In The Classroom, Mary Deane Sorcinelli Jan 1994

Dealing With Troublesome Behavior In The Classroom, Mary Deane Sorcinelli

Mary Deane Sorcinelli

No abstract provided.


Academic Leaders And Faculty Developers: Creating An Institutional Culture That Values Teaching, Mary Deane Sorcinelli, Norman D. Aitken Jan 1994

Academic Leaders And Faculty Developers: Creating An Institutional Culture That Values Teaching, Mary Deane Sorcinelli, Norman D. Aitken

Mary Deane Sorcinelli

In recent years, a great deal has been said and written about the need to improve teaching in the academy, especially in large research universities. College presidents, national associations representing higher education, private foundations, and individual faculty scholars all have challenged faculty, chairs, deans, campus administrators, and faculty developers to work together to improve support for undergraduate teaching and learning (Bok, 1986; Bowen & Schuster, 1986; Boyer, 1987; Carnegie Foundation for the Advancement of Teaching, 1989; Diamond & Adam, 1993; Seldin & Associates, 1990). Despite such calls for collaborative efforts to improve undergraduate education, faculty developers still often feel alone in a milieu that does not value ...